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The purpose of the work is to demonstrate how parental involvement influences the academic and social life of the individual from the perspective of several theoretical notions and models. Thereby, the overarching research question examines the reason for parental engagements positive impact and mechanisms of parental and school/college/university cooperation. Besides, there will be described several sub-questions in the paper, which are mentioned below.
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What is the most effective form of parental engagement?
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How does the language model impact the childs social experience and immigrants?
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What are the mainstream theories/models parental involvement notion is part of/correlates with?
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What is the role of parental engagement in the native memory of the child?
The topic of the work is parental involvement in schools and its influence. Thereby, in order to make my study cogent, it is crucial to be based on the theoretical ground. The first theory mentioned by Sujarwoto et al. (2021) illustrates the forms of parental engagement, namely parent/child contact, parent/teacher contact, and child/parent/teacher contact. Furthermore, it is worth mentioning the language model described by Herrera et al. (2020) and Sheldon & Vorbeck (2019), which frames the importance of parental participation for social adaptation. Besides, parental involvement in the theoretical aspect appears as part of the mainstream social development theory (Parke et al., 2019). Finally, the paper was based on the student development theory mentioned by Garvey et al. (2019), the aims of which correlate with parental participation goals.
Since I have outlined the theories above and clarified their essence, it is necessary to denote how they undergird my work. Primarily, it is explained by the essence of parental involvement having similar goals to some theories. In addition, the models mentioned above describe the mechanisms of this process, which formulate additional information about the topic. Finally, it clarifies the relevance of study due to the positive impact on a persons life, which includes either educational both social dimensions.
References
Garvey, G. C., Harris, J. C., Means, D. R., Perez, R. J., & Porter, C. J. (2019). Case studies for student development theory: advancing social justice and inclusion in higher education. Routledge.
Herrera, S. G., Porter, L., & Alva, K. B. (2020). Equity in school-parent partnerships: Cultivating community and family trust in culturally diverse classrooms. Teachers College Press.
Parke, R. D., Roisman, G. I., & Rose, A. J. (2019). Social development. (3rd ed.). John Wiley & Sons.
Sheldon, S. B., & Vorbeck, T. A. (2019). The Wiley handbook of family, school, and community relationships in education. John Wiley & Sons.
Sujarwoto, S., Kusumawardani, E., Prasetyo, I., & Herwin, H. (2021). Parent involvement in adolescents education: A case study of partnership models. CIES, 16(4), 1563-1581. Web.
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